Effective Mentoring for the Next Generation of Early Childhood Teachers in Victoria, Australia

Autor/in	Nolan, Andrea
Titel	Effective Mentoring for the Next Generation of Early Childhood Teachers in Victoria, Australia
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 25 (2017) 3, S.272-290 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2017.1364800
Schlagwörter	Foreign Countries; Beginning Teachers; Beginning Teacher Induction; Mentors; Preschool Teachers; Faculty Development; Professional Identity; Workshops; Pretests Posttests; Surveys; Action Research; Reflection; Interpersonal Relationship; Australia + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lernwerkstatt; Schulung; Survey; Umfrage; Befragung; Projektforschung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Australien
Abstract	From reading the research literature, it is evident that making the transition from pre-service teacher to beginning teacher is a challenging experience. New to the profession teachers can experience self-doubt and feelings of anxiety about meeting expectations. What is valued at the start of their career is support, especially if it is ongoing and tailored to their needs. In this paper, I present data from the first mentoring programme for new to the profession early childhood teachers in Victoria, Australia--the "State-wide Mentoring Program for Early Childhood Teachers" (SWMP) (2011-2014). I provide an overview of this mentoring programme highlighting aspects considered most effective in supporting beginning early childhood teachers. I propose that developing a mentoring programme incorporating respectful, responsive, reciprocal and reflective elements, can enhance both mentor's and mentee's professional development and professional identity. The impact of this programme is evidenced by the voices of the mentors and mentees involved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01